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Cognitive and linguistic theories of composition
Cognitive science and linguistic theory have played an important role in providing empirical research into the writing process and serving composition pedagogy. As composition theories, there is some dispute concerning the appropriateness of tying these two schools of thought together into one theory of composition. However, their empirical basis for research and ties to the process theory of composition and cognitive science warrants their connection to some extent.
==Theoretical construct==
The cognitive theory of composition (hereafter referred to as “cognitive theory”) can trace its roots to psychology and cognitive science. Lev Vygotsky's and Jean Piaget's contributions to the theories of cognitive development and developmental psychology could be found in early work linking these sciences with composition theory (see Ann E. Berthoff). Most notably, Linda Flower and John Hayes published “A Cognitive Process Theory of Writing” in 1981, providing the groundwork for further research into how thought processes influence the writing process.
Linguistic theories of composition found their roots in the debate surrounding grammar's importance in composition pedagogy.〔Hartwell, Patrick. "Grammar, Grammars, and the Teaching of Grammar." College English 47.2 (1985): 105-127. Rpt. in Cross-talk in Comp Theory: A Reader. Victor Villanueva. Urbana, IL: National Council of Teachers of English, 1997. 153-166.〕 Scholars, such as Janet Emig, Patrick Hartwell, Martha J. Kolln, Robert Funk, Stephen Witte, and Lester Faigley continued this line of thought around the same time that a cognitive theory of composition was being developed by Flower and Hayes. These scholars, like scholars researching cognitive-oriented composition theory, focused on research providing insight into the writing process, but were also committed to providing pedagogical advancements addressing deficiencies, trends, and insights gained from their linguistic research.
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